Weaknesses
Opportunities
Threats
Weaknesses
Opportunities
Threats
Weaknesses
Opportunities
Threats
Summary/Gap Analysis:
Currently, there is a strategic plan in place at the district level, but the school does not intentionally follow it. The current school
strategic plan does recognize the need for students to be able to possess 21st century skills, but there is no plan in place to follow
through. If the school does follow the plan it is by happenstance. With all of the other initiatives that are coming from the county along
with the transition to a charter school, a technology plan has been put on the back burner. There is also a lack of understanding by the
administrators and the school on how a technology strategic plan would even be created. Since there is no plan in place, the school has
an opportunity to create on that can give teachers clear goals and perspective when it comes to adopting new technology tools and
hardware.
Data Sources: Observation, Personal Communications, Shared Vision Survey
ESSENTIAL CONDITION FOUR: Equitable Access (Specifically address low SES and gender groups)
ISTE Definition: Robust and reliable access to current and emerging technologies and digital resources.
Guiding Questions:
To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary to
support engaging, standards-based, student-centered learning?
To what extent is technology arrange/distributed to maximize access for engaging, standards-based, student-centered learning?
What tools are needed and why?
Do students/parents/community need/have beyond school access to support the vision for learning?
Strengths
Weaknesses
Opportunities
Threats
no cost.
Training sessions for parents
on how to use technology
tools that are applicable
should be conducted by the
school a few nights a week.
Weaknesses
Opportunities
Threats
Summary/Gap Analysis:
Overall, the teachers at the school feel comfortable with basic technology skills that they use on a daily basis. Since technology
platforms such as PD 360 are introduced and then never mentioned again, teachers have become resistant to any new platforms that are
introduced by the district. This has also caused teachers to want to use the platforms that they have been using when they were hired.
However, teachers have expressed the desire to want to learn new technologies as it applies to their content area. For new platforms to
be adopted, it would work better to allow the training to happen within the PLC or grade level. Teachers would be able to see how the
tool works within their content or applies to their specific grade level, which would create less resistance.
Data Sources: Observation, Personal Communications, Shared Vision Survey
Weaknesses
Opportunities
Threats
Weaknesses
Opportunities
Threats
Summary/Gap Analysis:
Technical support is taking an interesting turn at the school level this upcoming year. The current technical support person was
promoted to the district level and the county has no plans of filling her position at the school level. Since the technical support position
will be run from a central location, the current wait time for support will increase significantly and teachers will be expected to provide
their own technical support for most issues. Another issue with the technical support person, is that they have received little to no
training on popular instructional technology interventions. The current tech support person was seeking out educational opportunities
on her own, but found it difficult to keep up with the ever-changing face of technology. Since the school does not have a technology
coach, it would make the most sense for the tech support person to fill both roles.
Data Sources: Observation, Personal Communications, Shared Vision Survey
Weaknesses
Opportunities
Threats
Summary/Gap Analysis:
The district has invested a lot of money into providing digital resources for teachers that align with the GPS standards. However, the
effectiveness of the tools are not examined and are often abandoned after the first year by teachers. There has not been an adoption of
the NET-S standards by the school and therefore the stakeholders are unaware of their existence. It is important that the school adopts
and assists teachers in implementing NET-S with either GPS or Common Core. When this is implemented, it will help give teachers a
goal in which to work towards in an easy to assess manner. Implementation can begin at the content level, where teachers can unpack
both the GPS or Common Core along with NET-S with their PLC.
Data Sources: Observation, Personal Communications, Shared Vision Survey